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Download full textTennyson, Robert D.; Steve, Michael H. – 1973
In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…
Descriptors: College Students, Concept Formation, Concept Teaching, Grade 7
Lawrason, Robin Edgar – 1973
A study was devised to investigate the effects of sequence of concept presentation and practice in a concept learning task. Learners were presented with either one conjunctive concept at a time, or with multiple concepts all related to the same principle. Practice was sequenced in four positions: before concept presentation, after concept…
Descriptors: College Students, Concept Formation, Concept Teaching, Film Study
Peer reviewed
Direct linkPasnak, Robert; Maccubbin, Elise M.; Campbell, Jessica L.; Gadzichowski, Marinka – Education and Training in Developmental Disabilities, 2004
In a multiple baseline design, a teenager with a mental age of four years was taught two abstractions. One was the oddity principle (selecting the one object in a group which differs from the rest). The other was seriation (aligning objects along a continuum of size, and inserting new objects into their proper places in the alignments). These…
Descriptors: Mental Age, Interpersonal Competence, Abstract Reasoning, Severe Mental Retardation
